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by
Alpaugh, Lindsay Brooke, author.
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Parent Preferences on Disability Language Regarding Their Preschool-Aged Child with Special Needs /
by
Pratoommas, Plern, author.
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The Lived Experience of Parents Who Have a Child Diagnosed with a Developmental Disability Who
by
Bright, Angela, author.
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The Effects of the Introduction of No Child Left Behind on Selected Educational Demographics /
by
Delach, Tara, author.
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Transitions to Preschool Special Education: The Relationship of Child, Family, and Early
by
Smith, Sharlene Monique, author.
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Parent Perceptions of Family Quality of Life Raising a Child with Autism Spectrum Disorder in the
by
Stewart-Ginsburg, Jared, author.
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The University of North Carolina at Charlotte. Child and Family Studies. degree granting
by
Campbell, Cynthia Renee, author.
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Parent involvement in a child's education has shown to have a positive influence on the child
by
Alford, Angela Jean Alford, author. (orcid)0000-0003-3646-6825
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implementation of No Child Left Behind Act in 2002 impacted the accountability of teachers. This quantitative
by
Hatcher, Courtney Allison, author.
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/child dyads was used to evaluate the parents' use of the EMT strategies. Child language outcomes were
by
Thao, Sher, author.
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from 8 Hmong parents, each with a child whom received intervention or educational services from the
by
Hartzell, Rebecca I., author.
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individualized intervention plan was implemented using adult directed lessons and child specific prompting with
by
Young, Jenna A., author.
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gain the top ten items the parent viewed as being most reinforcing to their child. The experimenter
by
Leatherman, Elizabeth M., author.
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different views from their child's SLP and indicated overall dissatisfaction with the services their child
by
Moriarty, Bridget, author.
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adjusting to their child's diagnosis while navigating new systems, information, roles, and responsibilities
by
Pacholova, Yana, author.
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½ - 5 години (Child Behavior Checklist for Ages 1 ½ - 5 на Achenbach и Rescorla), Батерия за оценка на
by
Brusegaard, Callie M., author.
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within the educational system were a teachers' ability to implement appropriate services, the child find
by
Jackson, Tanna, author.
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difficulty faced by parents is how do they advocate for their child successfully without feeling overwhelmed
by
Baril, Erika M., author.
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caregiver (e.g., parent) rather than child-focused therapy is a recommended approach for serving children
by
Lui, Myra-Jade, author.
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to complete an online survey about their child, the interventions their child had received, and their
by
Fahnrich, Tiah Asare, author.
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that investigate families from diverse backgrounds who have a child with special needs. The findings
by
Regan, Tara Elizabeth, author.
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-malleable factors and malleable factors. ASD severity, annual household income, parent perceptions of their child
by
Fissel, Schea N., author.
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methods on child performance variables. Third, to determine if child participants demonstrated significant
by
Gordon, Heidi, author.
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consecutive weeks, where the two token economy boards were alternated weekly for each child. The aim for this
by
Jones, Angela Cherie´ Passero, author.
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pressures and their construction of the "good consumer"---a parent/child dyad prepared for rigor and the
by
Briggs, Ebony Nicole, author.
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that serves the diverse needs of all children due to federal regulations such as the No Child Left
by
Frank, Catherine Mary Lawless, author.
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child with psychiatric disorders and one without in their ability to understand negation as defined in
by
Uzundemir, Ender, author.
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investigation focused on identifying parents' feelings and experiences about having a disabled child in order to
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